Police Model Paper (Gujarat Police) No 2
Building familiarity with the language: A
pre-literacy curriculum
We begin with suggestions for providing
“comprehensible input”. Inputs include textbooks, other
print materials such as Big Books, class libraries, parallel materials in more
than one language, and media support (learner magazines, newspaper columns,
radio/ audio cassettes, etc.), and the use of “authentic” or “available”
materials. Research suggests the existence of a “silent period” of about three
months in natural second-language learning situations before the learner
attempts to produce any language. The input that the learner receives during
this period serves as a base for attempts at early production (which may be
limited to a few words, fragments of sentences, and formulaic language). Thus, the classroom must not insist on early production at the expense of exposure
to and understanding of language, checked through the mother tongue, gestures,
or single-word answers.
One
route to early modified production in the classroom could be through the
“pseudo- production” of comprehended input, such as the learning of rhymes and
poems, of language routines and formulae for classroom management, greetings,
requests, etc. The need for pseudo-production perhaps motivates the current
rote-learning approach. By recognising and giving it its legitimate place in
the curriculum, true production might be later attempted.9
by shixan jagat
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